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<![CDATA[A CONVERSATIONAL ANALYSIS ENCOUNTERED BY ENGLISH YOUNG LEARNERS: A PEDAGOGICAL EXPERIENCE ]]>
<![CDATA[Reza Pustika]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3997
<![CDATA[This article is written to evaluate the conversational analysis encountered by English young learners. The subjects of this study were 4th-grade students in primary school. Since English serves as a lingua franca, there are a big number of parents who invite their children to learn English. Young learners are frequently involved in speaking discourses. Speaking discourses are quite related to a conversation. This article evaluated the conversational analysis, especially turn-taking encountered by young learners. The use of pictures and a video facilitate the implementation of the activities. The analysis was done by the teacher’s observation during the activities. From the activities, it can be concluded that young learners encounter turn-taking when they are involved in a conversation.Keywords: Young learners; conversational analysis; turn-taking.]]>
<![CDATA[BELIEF, PERCEPTION, AND CHALLENGES OF NON ENGLISH DEPARTMENT STUDENTS TO LEARN ENGLISH IN GLOBALIZATION ERA ]]>
<![CDATA[Erna Iftanti]]>;
<![CDATA[Binti Maunah]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3985
<![CDATA[This study was carried out in response to the demand that in this 4.0 era, Indonesian students should be proficient in English. Hence, in Indonesia, English has been taught and learnt since elementary school level up to tertiary level of education. This long period of learning should lead the students to be proficient in English which is proved by passing the minimum score of 450 TOEFL test. Yet, many of them did not meet the minimum score. Thus, this study investigates their perception and belief in learning English and the challenge of being able to be proficient in English. The study was done qualitatively through interviewing 80 students of non-English Department who were taking TOEFL course. It reveals that English is perceived like a two-side coin which in one hand, it is misperceived as a difficult subject because of its complicated rules to be memorized. In the other hand, it is thought to be joyful and meaningful that they believe as a means of bringing educational, social, and economical success. Therefore, they are challenged to be proficient in English. This study is then pedagogically implemented through building positive belief and perception that learning English is fun and helpful.Keywords: Belief; perception; challenge; and globalization era]]>
<![CDATA[AN ANALYSIS OF BORROWING WORD IN DESTINASIAN INDONESIA MAGAZINE ]]>
<![CDATA[Muziatun Muziatun]]>;
<![CDATA[Jefriyanto Saud]]>;
<![CDATA[Nurul Ain Halada]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3990
<![CDATA[Borrowing word is a word from another language which is adopted by another language as stated by Nelson Francis (1965). In instances, people in Indonesia tends to borrow other language in order to describe a thing or situation. Nowadays, the borrowing language can be famous and familiar to others through the use media mass. This fact can influence other in order to use the foreign language than the native language. Due to the fact, this research aims to analyze the borrowing language on media mass especially in Tourism Magazine. The DestinAsian Magazine become the appropriate source of data in order to identified what types of borrowing word that usually occurred in media mass. Moreover, the Bloomfield theory (1935) become the main theory which to identified the types of borrowing through the sociolinguistics and phonetic perspective. This research uses qualitative method to analyze the data. As the result, there are 425 words which identified as borrowing word from English language in DestinAsian Indonesian Magazine. However, after checked the identified loan word in Kamus Istilah Pariwisata there are only 25 words that can be analyze as the data which is 6 words categorized as cultural borrowing, 13 words categorized as intimate borrowing, and 6 words categorized as dialect borrowing. Toward the result it can be conclude that the high tendency of using borrowing word from foreign language than the use Indonesian Language.Keywords: Borrowing words; types of borrowing word]]>
<![CDATA[A STUDY CORRELATION BETWEEN STUDENTS’GRAMMAR MASTERY, THEIR WRITING AND LISTENING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Jamaludin Sanday]]>;
<![CDATA[Dede Nurdiawati]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.4020
<![CDATA[Listening and writing are the challenging skill for EFL learners. It aims to find out the students' problems in listening and writing comprehension through the grammar mastery. The population of this research is 70 students which are divided into three classes. In taking sample from the population, the researchers selected randomly 10 students from each class so there will be 30 students on joining it, mostly they got some problems with grammar and listening also writing. From that case, we try to make a correlation between the listening comprehension and writing achievement through the grammar mastery. From the whole of actions that we had conducted, we have some great result that they have improved their abilities. It is connecting each other. It means that the three variables is strong enough. The conclusion that can be drawn based on the findings of this research is there is positive correlation between students’ grammar mastery and their writing achievement. In other words, the better students’ grammar mastery, the better their writing and listening comprehension achievement will be.Keywords: A study correlation; grammar mastery; writing; listening comprehension ]]>
<![CDATA[STUDENTS' PERSPECTIVES OF ONLINE LANGUAGE LEARNING DURING CORONA PANDEMIC: BENEFITS AND CHALLENGES ]]>
<![CDATA[Jomana S. Zboun]]>;
<![CDATA[Mohammed Farrah]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3986
<![CDATA[This study aimed to elicit students' perspectives towards benefits and challenges of fully online classes at Hebron University. The researchers examined both advantages and challenges of online classes from students' point of view. Also, they explored some suggestions for improving online classes which could play an important role in improving the online learning and teaching process. The researchers employed quantitative methods. They distributed a questionnaire to collect data. Eighty two students from two different English intensive courses were asked to fill a 5 point Likert scale questionnaire and answer four open-ended questions. The researchers used the survey planet app to facilitate the process of distributing and collecting data. The finding of this study showed that students faced some challenges with online learning; they preferred face to face classes. The disadvantages of online classes from their perspectives are more than the advantages. The weak internet connectivity, poor interaction, less motivation, less participation and less understanding are the most challenges of online learning. However, they find online classes easy to access, convenient and easy to be reviewed for exams.Keywords: Online learning; advantages; challenges]]>
<![CDATA[COHESION AND COHERENCE IN WRITTEN TEXTS OF HEALTH MEDICAL LABORATORY STUDENTS ]]>
<![CDATA[Fiki Setiawan]]>;
<![CDATA[Taiman Taiman]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3991
<![CDATA[Good writing, which is cohesive and coherent, must pay attention to the relationship between sentences. Cohesive and coherence are essential textual components to create the organized and comprehensiveness of the texts. This research aims to identify the use of cohesion devices and coherence made by the students in their writing texts. This study applied a descriptive qualitative method. The study's object was eight explanation texts written by linguistic learning style students of Health Medical Laboratory An Nasher Cirebon in the academic year of 2019/2020, who were taking English subjects. The data collected through documentation. The qualitative analysis was performed to explore the results. The result revealed that reiteration among all forms of grammatical and lexical cohesion, which occurs 207 times or 47.15 percent, is the most common form. The reference that appears 124 times or 28.25 percent follows. Collocation is the third position, which happens 60 times or 13.67%. Conjunction, meanwhile, occurs 44 times or 10.02 percent, replacement appears 3 times or 0, 68 percent and ellipsis appears 1 times. In terms of macro level coherenece, the results showed that additives were mostly used in student texts. followed by causal, temporal and last was adversative It concluded that the students to be competing well in producing cohesion and coherence in their writing texts. They use all kinds of coherence in their written text with only one ellipsis, and they apply all kinds of coherence in their written text.Keywords: Cohesion; coherence; discourse]]>
<![CDATA[ELT LEARNING MEDIA FOR YOUNG LEARNERS: FAMILY-THEMED PICTURE STORIES ]]>
<![CDATA[Anselmus Inharjanto]]>;
<![CDATA[Lisnani Lisnani]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3987
<![CDATA[The study aims at investigating whether the family-themed picture stories for young learners were valid as learning media for English Language Teaching (ELT). The researchers developed three picture stories related to family as prototypes. The research procedure was proposed by Akker, which comprised analysis, design, evaluation, and revision. The validity was reviewed by the experts of content, instructional design and media or product design. The mean of content validity of three prototypes is 4.26 which is at very highly valid level. In term of construct validity, the average score of construct validity of three stories is 4.23 which is at very highly valid level. The average score of media or product design validity of the prototypes is 4.36 which is at very highly valid level. Thus, the study result shows that, overall validities of content, construct, and media or product design of the three picture stories are 4.28, which is at very highly valid level. In conclusion, the set of family-themed picture stories as learning media are valid and categorized as very highly valid level; consequently, they are likely to facilitate Teaching English to Young Learners (TEYL).Keywords: learning media; TEYL; picture stories]]>
<![CDATA[THE EFFECT OF E-LEARNING ON STUDENTS SPEAKING SKILL PROGRESS: A CASE OF THE SEVENTH GRADE AT SMP PENCAWAN MEDAN ]]>
<![CDATA[Rahmawati Rahmawati]]>;
<![CDATA[Chanji Sihombing]]>;
<![CDATA[Elya Karnela Br Ginting]]>;
<![CDATA[Elfrida Arimonnaria]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3995
<![CDATA[This study aims to see whether e-learning has an effect on the progress of students' speaking skill and know the process of students' speaking skill in e-learning. This research uses quantitative methods with a descriptive approach. The study population was SMP Pencawan Medan with a sample of seventh grade of junior high school students. The data was collected by first explaining the recorded material orally through the WhatsApp group which contained 20 students and after that the students collected the audio of their voice by recording. The results of this study indicate that in seventh grade student s at SMP PENCAWAN MEDAN who can understand 20 students who have experienced a decreasing in speaking during face to face leaning before pandemic than e-learning from the score table during the pandemic, from the table of score during the pandemic, there were 2 students with excellent categories, no students with nice category, 8 students with the sufficient categories and 10 students with the not satisfactory categories. The researchers find some problems, namely in pronunciation, fluently, vocabulary and accuracy. When in e-learning process, students become embarrassed to speak and become lazy to speak English, then there is a decreasing in vocabulary, a decreasing in pronunciation and a decreasing in students' speaking fluency and accuracy.Keywords: E-learning; speaking skills; progress.]]>
<![CDATA[INDONESIAN 2013 CURRICULUM IMPLEMENTATION: TEACHERS’ TECHNIQUES, CHALLENGES, AND VOICES TOWARDS STUDENTS’ AFFECTIVE COMPETENCE ]]>
<![CDATA[Hanif Nurcholish Adiantika]]>;
<![CDATA[Dila Charisma]]>;
<![CDATA[Fitri Aprianti]]>;
<![CDATA[Eline Rozaliya Winarto]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3988
<![CDATA[One of the prominent alterations in 2013 Curriculum is that this curriculum does not only put an emphasis on cognitive competence but also affective competence. Consequently, the evaluation must be carried out to assess students’ affective assessment. Nevertheless, the issue concerning the complexity of affective assessment has been circulating for years. Therefore, the present study aims to scrutinize teachers’ techniques, challenges, and their voices with regard to development and the implementation of 2013 Curriculum. This study utilizes a qualitative research by using descriptive qualitative design. One teacher, who has implemented 2013 Curriculum, in a senior high school was selected as the respondent in this study. Interviews and document analysis were conducted to obtain the data. This study reveals that there are two evaluation techniques carried out by the teacher specifically observations and peer-assessment. Furthermore, two challenges are identified as teachers’ shortcomings for instance inadequate acquaintance of 2013 Curriculum and time availability in assessment process. Thus, this study recommends teachers to raise their awareness regarding the challenges as well as select an effective technique to assess students’ affective competence. Keywords: Affective assessment; 2013 curriculum; teacher; voice; techniques; challenges]]>
<![CDATA[CONTENT ANALYSIS OF WHEN ENGLISH RINGS A BELL STUDENT’S TEXTBOOK ]]>
<![CDATA[Maria Melati Sitorus]]>;
<![CDATA[Lauren Hotmauli Silalahi]]>;
<![CDATA[Hana Rajagukguk]]>;
<![CDATA[Erikson Saragih]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3996
<![CDATA[This study's objective was for analyzing materials relevance in psychomotor and cognitive-based on 2013 English curriculum of competence in Textbook of the eighth grade of junior high school "English Rings a Bell". The methodology of this study is qualitative. Based on Anderson and Krathwol (2001) theory, The Textbook analysis consists of Simpson's and cognitive domain of taxonomy (1972) which aim to focus more on material's relevance in the textbook. The instruments for data collection used were the analysis of document and checklist observation. The study found that 23 materials consist 74.19% relevance in the cognitive domain, 7 materials consist 22.58% relevance, and 1 material only consists 3.2% relevance. While the psychomotor domain found that 10 materials consist 32.25% relevance and 11 materials consist 35.48% relevance. Therefore, the researcher concluded that in the cognitive domain, the textbook's materials are relevant to the 2013 curriculum. Although its lack of materials is relevant to the psychomotor domain.Keywords: Textbook analysis; When English Rings a Bell; 2013 curriculum; cognitive domain; psychomotor domain.]]>
